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Higher education faculty perceptions on technology integration and training
ARTICLE

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TATE Volume 25, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The purpose of this study was to examine how faculty technology literacy and technology training impact the integration of technology into their pedagogy. This required a quantitative examination of how faculty technology literacy skills relate to pedagogical practice (integrating technology into their pedagogy), while controlling for training. Respondents surveyed in this study consisted of faculty members from the fifteen peer institutions of the University of North Dakota. In this second article, three of the original research questions are addressed. The inferential results of the study showed significant correlations between technology literacy and pedagogical practice integration.

Citation

Georgina, D.A. & Hosford, C.C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education: An International Journal of Research and Studies, 25(5), 690-696. Elsevier Ltd. Retrieved April 7, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.11.004

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